Pause for thought: a constructivist grounded theory exploration of parental and carer decision-making regarding school start deferral

Abstract

Deferral of school entry (DSE) remains an emotive and contentious topic, and a complex, difficult decision for parents and educators alike. DSE has come under renewed scrutiny in Northern Ireland after a recent, high profile public consultation, and subsequent amendment to the legislation which now accommodates deferral of pre-school (and consequently primary school) for young for year children or premature children whose expected date of birth fell within the young for year category. Despite this increase in attention, little research exists to explore what influences parental decisions to access this option for their child. This study seeks to utilise constructivist grounded theory to explore the parental decision-making process in relation to this difficult decision. A conceptual model is presented from these findings, as well as implications for practice and recommendations regarding supporting parents in navigating this emotive process.

Thesis embargoed until 31 December 2025.

Date of Award	Dec 2024
Original language	English
Awarding Institution	Queen's University Belfast
Sponsors	Education Authority Northern Ireland & Department of Education Northern Ireland
Supervisor	Anthea Percy (Supervisor) & Stephanie Burns (Supervisor)